This book demonstrates how pervasive moral thought can be in educational thought and practice. By analyzing research on the moral and intellectual qualities in curriculum, as well as the integration of personhood and citizenship development in classroom work, this book demonstrates the primacy of the moral in various educational settings. With an additional emphasis on morality as it pertains to teaching as a vocation, Moral Thought in Educational Practice examines the objectives of teacher education and offers an account of moral purposes within the knowledge base for teaching.

This book demonstrates how pervasive moral thought can be in educational thought and practice. By analyzing research on the moral and intellectual qualities in curriculum, as well as the integration of personhood and citizenship development in classroom work, this book demonstrates the primacy of the moral in various educational settings. With an additional emphasis on morality as it pertains to teaching as a vocation, Moral Thought in Educational Practice examines the objectives of teacher education and offers an account of moral purposes within the knowledge base for teaching.

Illustrates how domain theory may be used as a basis for social and moral education.

This is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach. Teaching With Integrity seeks to bridge the pedagogic gap currently separating the debate about teaching and learning in higher education from the broader social and ethical environment in which it takes place.

The authors draw from their work with teachers and students to address issues of social justice through the regular curriculum and everyday school life. This book illustrates an approach that integrates social justice education with contemporary research on students’ development of moral understandings and concerns for human welfare in order to critically address societal conventions, norms, and institutions. The authors provide a clear roadmap for differentiating moral education from religious beliefs and offer age-appropriate guidance for creating healthy school and classroom environments. Demonstrating how to engage students in critical thinking and community activism, the book includes proven-effective lessons that promote academic learning and moral growth for the early grades through adolescence. The text also incorporates recent work with social-emotional learning and restorative justice to nurture students’ ethical awareness and disrupt the school-to-prison pipeline. Book Features: Guidance to help teachers move from classroom moral discourse to engage students in community action. Age-specific lesson plans developed with classroom teachers for integration with regular academic curricula.Detailed overview of moral growth with examples of student reasoning.Connections between moral development and critical pedagogy.Connections between moral development and digital literacy.Connections among classroom management, school rules, restorative justice, and students’ social development.Insights drawn from research conducted within the Oakland Public School system.

Children must be taught morality. They must be taught to recognise the authority of moral standards and to understand what makes them authoritative. But there’s a problem: the content and justification of morality are matters of reasonable disagreement among reasonable people. This makes it hard to see how educators can secure children’s commitment to moral standards without indoctrinating them. In A Theory of Moral Education, Michael Hand tackles this problem head on. He sets out to show that moral education can and should be fully rational. It is true that many moral standards and justificatory theories are controversial, and educators have an obligation to teach these nondirectively, with the aim of enabling children to form their own considered views. But reasonable moral disagreement does not go all the way down: some basic moral standards are robustly justified, and these should be taught directively, with the aim of bringing children to recognise and understand their authority. This is an original and important contribution to the philosophy of moral education, which lays a new theoretical foundation for the urgent practical task of teaching right from wrong.

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.

Education is a social practice that poses ethical questions of policy and practice at every level and at almost every turn -- what we teach, how we teach, how we organise educational provision, how we research it, who controls it, and what principles drive policy nationally and internationally. This collection of papers is rooted in the author’s experience in the education system nationally and internationally over half a century and reflects both the educational history of this period and the author’s experience as a teacher, parent, school governor, teacher trainer, educational researcher, senior manager in higher education and advisor to governments in many parts of the world. It is, then, historically located, but the approach to ethical questions is primarily in the tradition of analytic philosophy and applied and situated ethics. The book is aimed at undergraduate and especially postgraduate students studying education, including those interested in philosophy of education; lecturers in education; and those conducting research and engaged in scholarly writing in higher education.

The Good Life of Teaching extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently

This book provides a robust analysis of the history of clinical ethics, the philosophical theories that support its practice, and the practical institutional criteria needed to become a practicing clinical ethicist. Featuring cases and a step-by-step approach, this book combines knowledge points associated with moral philosophy and medicine with general skill objectives for ethics consultants. The book aids in developing analytic moral reasoning skills for clinical ethicists, fostering the comprehensive education and professional development of clinical ethics consultants. In addition, it offers key components of how an ethics consultation curriculum manifest in an educational venue for clinical ethicists are illustrated. Adaptable and relevant for educating multiple disciplines in health care, this resource enables ethicists to understand the philosophical foundations and practical application of clinical ethics.